Blended learning in Nepalese higher education: Student preferences, challenges, and pedagogical implications

Samantha Curle
University of Bath, UK, and Khazar University, Azerbaijan
Pitambar Paudel
Tribhuvan University, Nepal

Blended learning is increasingly adopted in higher education, yet its effectiveness in under-researched contexts such as Nepal remains unclear. This study examines Nepalese postgraduate students' preferences, accessibility, and perceptions concerning blended learning across four major universities, addressing a critical gap in the literature on English language learning in resource-limited settings. Using a quantitative survey (N=150), our findings reveal an overwhelming preference for blended learning (80%), with students valuing the synergy between online and face-to-face instruction. However, traditional face-to-face learning remains essential for developing key language skills, particularly vocabulary and world knowledge acquisition. Despite the advantages of blended approaches, technological barriers and limited digital infrastructure pose significant challenges to equitable access. These findings challenge assumptions about the universal applicability of online learning in English medium instruction settings and highlight the urgent need for targeted policy interventions to bridge digital divides. By offering empirical insights into the pedagogical dynamics of blended learning, this study contributes to global debates on language education, digital learning equity, and curriculum reform in higher education. The findings inform educators, policymakers, and curriculum designers seeking to optimise blended pedagogies in diverse linguistic and technological landscapes.
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Authors: Dr Samantha Curle DPhil, FRSA, FHEA is Reader in Education (Applied Linguistics), Department of Education, University of Bath, UK. She is also Adjunct Professor at Khazar University, Azerbaijan. Dr Curle is Institutional Academic Lead for the South-West Doctoral Training Partnership (SWDTP) at the University of Bath. Her research examines English medium instruction (EMI) and academic achievement in higher education. She has published widely and has been ranked top scholar in the world for research output on EMI by SciVal. LOOP Profile: https://loop.frontiersin.org/people/1824157/overview Webpage: https://researchportal.bath.ac.uk/en/persons/samantha-curle LinkedIn: https://www.linkedin.com/in/samanthacurle/ ResearchGate: https://www.researchgate.net/profile/Samantha_Curle ORCID: https://orcid.org/0000-0003-3790-8656 Email: samanthamcurle@gmail.com, smc20@bath.ac.uk Dr Pitambar Paudel (corresponding author) is Assistant Professor in the Department of English Education, Tribhuvan University, Prithvi Narayan Campus, Nepal. Dr Paudel serves as Senior Vice President of NELTA Gandaki Province, secretary of Creative Democrat Academy, and AALA representative. With over a decade of experience, he specialises in action research, formative assessment, EMI, ICT, AI in language education, and curriculum studies. He edits English Language Teaching Perspectives [https://www.nepjol.info/index.php/eltp] and has authored several academic books. Research Gate: https://www.researchgate.net/profile/Pitambar-Paudel Google Scholar: https://scholar.google.com/citations?user=xPH0F7AAAAAJ&hl=en LinkedIn: https://www.linkedin.com/in/pitambar-paudel-919410132/ ORCID: https://orcid.org/0000-0001-5706-170X Email: pitambarp@pncampus.edu.np Please cite as: Curle, S. & Paudel, P. (2025). Blended learning in Nepalese higher education: Student preferences, challenges, and pedagogical implications. Issues in Educational Research, 35(4), 1428-1448. http://www.iier.org.au/iier35/curle.pdf